Jacalyn Lea Lund, PhD, is a professor and chair in the department of kinesiology and health at Georgia State University in Atlanta. She taught for 16 years in public schools before entering the doctoral program at Ohio State University to prepare for a second career in teacher education. She received her PhD in 1990. Dr. Lund has presented on assessment at numerous workshops and has taught numerous classes on assessment in physical education. Dr. Lund has been a member of the National Association for Sport and Physical Education (NASPE) for more than 40 years. She was on the committee that developed the 1995 NASPE content standards for physical education and has served as NASPE president. In 2009 she received a Service Award from the National Association of Kinesiology and Physical Education in Higher Education and was inducted into the NASPE Hall of Fame in 2013. She loves spending time with her family, dancing, reading, and, as she puts it, "having her dogs take her for a walk." Mary Lou Veal, EdD, began her teaching career as an elementary physical education teacher in Dallas, Texas. She taught physical education for 16 years in elementary, middle, and senior high schools and along the way she coached volleyball and track in addition to serving as a curriculum coordinator in Denton, Texas. Since receiving her EdD, she has taught in physical education teacher education programs at the University of Houston, the University of North Carolina at Greensboro, and at Middle Tennessee State University. Dr. Veal's research has focused primarily on teachers' assessment perceptions and practices. She is the coauthor of three books and numerous articles and book chapters. Dr. Veal served as president of the North Carolina Alliance for Coaching, Physical Education, Recreation and Dance and was a member of the 1995 NASPE Task Force to develop Teacher Education Standards. In her free time, Dr. Veal enjoys reading historical fiction, gardening, and genealogy. She serves as regent of the Captain William Lytle Chapter of the National Society of the Daughters of the American Revolution.
Description
Part I. Planning for Assessment Chapter 1. An Introduction to Assessment Chapter 2. Planning the Big Picture for Student Learning Chapter 3. Focusing the Content of a Unit Chapter 4. Writing Rubrics Part II. Fine-Tuning Your Assessments Chapter 5. Using Assessments Strategically Chapter 6. Choosing Meaningful and Purposeful Assessments Chapter 7. Writing Learning Outcomes Chapter 8. Choosing and Designing Psychomotor Assessment Tools Chapter 9. Creating Assessments for the Cognitive Domain Chapter 10. Creating Assessments for the Affective Domain Part III. Developing Assessment Skills Chapter 11. Using Assessment Data Chapter 12. Managing Assessment Chapter 13. Using Assessment Data to Assign a Fair Grade Chapter 14. Developing Your Plan to Become an Assessor